Learning language through literature
Towards a Literature-based approach to language learning
Literature-based language learning (LLL) is an approach to the teaching and learning of languages which is based on the reading of literature and combines elements of both classical and contemporary educational theory and practice. While relevant to both first and second language acquisition, my own interest is primarily focused on the use of LLL in second language acquisition.
In a sense, formal language learning in many cultures has always been literature-based, whether in spoken or written form. In his Institutio Oratoria, for example, Roman educator and rhetorician Marcus Fabius Quintilianus (c. 35 – c. 100 AD) detailed an approach to teaching rhetoric which involved reading the classics of his day and progressed from phonetics and orthography through simple aphorisms and fables onto increasingly complex text types. Elements of such an approach are still evident in educational circles today, and many a Latin textbook still introduces learners to sententiae (aphorisms) and fabulae (fables) before progressing on to more substantial texts.
LLL recasts classical approaches to language learning in the terms of more contemporary approaches such as text-based language learning (TLL) and communicative language learning (CLL), both of which aim to expose learners to real-world language in authentic texts and contexts. LLL has a strong affinity with TLL and could perhaps be considered a subset or extension of it. In TLL, the teaching focus or framework is provided by the text at hand, the term “text” here referring in a technical sense to any structured sequence of language that is used in a specific way, in a specific context, to achieve a specific communicative goal.
In TLL, learners master the use of a range of text types that typically occur in specific social contexts. For adult migrant language learners these contexts might include, for example, visiting a bank or doctor, applying for a job, working in a restaurant or office, or socialising with neighbours. In primary and secondary schools, students learn the structure and purpose of a variety of common text-types including recount, narrative, report, description, procedure and argument, etc.
LLL also has a strong affinity with CLL, which emphasises language use for authentic communication rather than a more traditional focus on grammatical accuracy and translation alone. The goal is to develop learners’ communicative competence by encouraging them to engage with language meaningfully in real-life contexts. CLT promotes fluency over strict grammatical correctness, emphasizing understanding and conveying meaning. Authentic materials including literature are often used to expose learners to natural language use in various cultural and social contexts (Savignon, 2002).
The essential features LLL shares with both TLL and CLL include:
Units of instruction designed to develop skills in relation to whole texts.
Use of authentic contexts and materials.
Explicit instruction in the lexicogrammatical features of spoken and written texts.
Spoken and written texts linked to their social and cultural context.
Pair and group Interaction to negotiate meaning.
The strength of LLL is that it combines explicit, contextualised lexicogrammatical instruction with critical thinking, cultural depth, emotional engagement, and rich opportunities for communication and discussion. These elements can be combined in a loose and flexible manner to meet the needs of many different student cohorts.
Lexicogrammar
The term lexicogrammar was coined by linguist Michael Halliday and is a both convenient and accurate reference to the inseparable interdependence of vocabulary (lexis) and syntax (grammar) in language, viewing them as a single, unified system rather than distinct components. In general, I have always found functional approaches to lexicogrammar and text to have far greater analytical and explanatory power than more traditional approaches. Functional grammars like (but not necessarily limited to) Halliday’s Systemic Functional Linguistics (SFL) do not discard traditional grammatical categories and terminology, but instead incorporate them into a far more effective descriptive framework.
Literature exposes learners to a richer and more diverse range of lexicogrammatical structures than more utilitarian texts, and it provides them in a meaningful context. This enhances understanding of how language functions in real-life situations. Many lexicogrammatical features can only be properly understood in extended text, for example the use of cohesive devices such as pronouns and conjunctions, and the backgrounding/foregrounding of events using verb tense and aspect. Extended text also enhances the ability to understand the use, meaning and nuances of new vocabulary items, idioms and popular sayings.
Cultural Depth
Literature exposes learners to the culture, history and values of the target language, enhancing their appreciation of cultural references, beliefs, idioms, and humor, deepening their learning experience and making their communication more effective.
Emotional Connection
Literature exposes learners to the inner life of its protagonists, and has the unique ability to evoke emotional connection and foster empathetic engagement (and sometimes the opposite). This enhances language acquisition by broadening perspectives and increasing intrinsic motivation. While cognitive skills are important, an emotional bond assists learners to overcome the challenges inherent in language acquisition, moving from simply studying a language to living it.
Critical Thinking
Literature requires learners to analyse vocabulary, grammar and language structures in context to derive meaning, all of which demands critical thinking. Just as importantly, it also encourages the analysis of themes, characters, motivations and plot developments. This not only promotes critical thinking but provides endless possibilities for discussion which enhances comprehension, interpretation and speaking skills.
Communication
Literature provides ample opportunity for students to engage in the negotiation of meaning via interpersonal communication involving questioning, answering, describing, explaining, reflecting, expressing an opinion and arguing a case. While the long-term goal is always greater accuracy, the emphasis here is on effective communication.
Pronunciation and Fluency
Reading aloud is an underrated activity that can greatly enhance a student’s pronunciation and fluency in the target language. The principal benefits are that students can practice pronouncing the sounds, rhythms and intonations of the target language without having to worry about producing the correct lexicogrammatical forms.
Despite the benefits, implementing LLL is not without its challenges. Potential difficulties include managing the complexity of literary materials and maintaining student motivation through longer texts. Texts must be selected that are:
linguistically appropriate
broadly engaging
culturally relevant
The selection of linguistically appropriate texts is dependent on the language, culture and cohort involved. Possibilities include:
Aphorisms: Aphoristic literature has been around since at least the days of Ancient Greece. An aphorism is a concise, memorable expression of a general truth or principle, usually no longer than a sentence. Aphorisms are linguistically simple while at the same time rich in meaning, and provide great conversational prompts.
Myths, legends, fables: Usually, traditional narratives with no known author that have played an important role in defining the beliefs and practices of a given culture.
Short stories: A great choice because they are complete narratives that can often be read in a single sitting. This allows for greater variety and engagement.
Plays: Plays can provide great examples of spoken dialogue while at the same time presenting complex narrative content.
Novels: Novels can work well in some circumstances. They must be read over a number of sessions, and there is a danger that some readers will disengage with a novel they do not like.
Poetry: Best approached with caution. Much poetry is subject to the additional stylistic demands of rhyme and/or metre which can unnecessarily obscure meaning. In some cases, however, it may be appropriate to engage with culturally significant verse such as Ovid’s Metamorphoses or Dante’s Divina Commedia for example.
Supplementary text types which could prove interesting or useful in some cases include:
book reviews, whether in print, podcast or vlog format
author biographies
essays on aspects of literary theory
film adaptations
Another important consideration is when and how LLL should be introduced into the students’ language learning journey. Students must be capable of working effectively with the texts provided, so the answer here will depend on the cohort involved. In Vygotskyan terms, the texts must be in the students’ “zone of proximal development” (ZPD), that is, the “space” between what they are able to achieve independently and what can achieve with scaffolded assistance.
Some “immersion” or “natural method” programs (eg. Orberg’s LLPSI Latin program) start with a text on day one, albeit a greatly simplified and inauthentic text, but in order to use authentic texts of any length, students would probably require the equivalent of a CEFR level of at least B1. Based on my experience teaching and learning English, Italian and Latin, I suggest that a LLL methodology is best suited to moving students from CEFR level B1 to C1, while some elements may still be useful at earlier stages. One way to manage complexity at lower levels is to employ graded and adapted reading materials based on authentic materials.
Outline of a LLL teaching cycle
Pre-reading
Establish the learning goal, linguistic focus or topic of the unit.
Scaffolding: Pre-teach and/or revising core vocabulary and grammar.
Scaffolding: Explore relevant historical and cultural contexts.
Scaffolding: Author biography.
Reading
Individual pre-reading of text (silent and/or aloud, prior to class, optional?).
Group reading aloud in turn.
Identify examples of focus lexicogrammar.
Address any lexicogrammatical difficulties to clarify meaning.
Post-reading
Discussion: Broader “philosophical” discussion of plot, characters, and overall meaning(s) of the text. For example, each student could formulate a question to prompt discussion. The teacher/facilitator could also pose questions, not so much the “obvious” questions but prompts that require deeper critical thinking and analysis and more personal responses.
Writing: A broad range of activities is possible here, including responses to question prompts, character profiles, adaptations of part or all of a text to different contexts and formats.
In conclusion, this overview is an initial attempt to outline the theory, goals and practices of an approach to language teaching and learning based on the reading of authentic literature. I have been inspired to pursue this topic by many anecdotal experiences I have had in the course of teaching and learning languages. These experiences have convinced me that students thrive when provided with rich, stimulating learning material that they can connect to personally and emotionally, namely quality literature and the ideas it conveys.
Bruner, J. S. (1985). Vygotsky: A historical and conceptual perspective. In J. V. Wertsch
(Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 21–34).
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Dahl, O. (1985). Tense and Aspect Systems. Oxford & New York: Basil Blackwell.
Dahl, O. (Ed.) (2000). Tense and Aspect in the Languages of Europe. Berlin & New York: Mouton de Gruyter.
Halliday, M.A.K. and Matthiessen, C. (2014). Halliday’s Introduction to Functional Grammar, 4th Edition. London: Routledge.
Savignon, S. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. Savognon (ed.), Interpreting Communicative Language Teaching: Contexts and concerns in teacher education. New Haven: Yale University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.